Time ManagementTime Management

CAMSTEPCAMSTEP

Fall 2005Fall 2005

““[S]tudent achievement is [S]tudent achievement is maximized when teachers maximized when teachers

allocate most classroom time allocate most classroom time to activities designed to to activities designed to

promote student promote student achievement and use achievement and use

managerial and instructional managerial and instructional strategies that support such strategies that support such

achievement.”achievement.”

(Brophy, 1986)(Brophy, 1986)

If time spent with If time spent with students has students has considerable value , considerable value , shouldn’t you shouldn’t you increase the amount increase the amount of time spent of time spent interacting with interacting with them?them?

Research shows Research shows students achieve more students achieve more in classes where most in classes where most of their time is spent of their time is spent being taught being taught or being supervised by or being supervised by their teacher rather their teacher rather than working alone than working alone or not at all.or not at all.

Students engaged in

relevant tasks

Academic achievement

How much can a teacher How much can a teacher manage the use of time? manage the use of time?

Most successful = 53% engagedMost successful = 53% engaged

Least successful = 28% engagedLeast successful = 28% engaged

1 hour instruction @ 90% 1 hour instruction @ 90% engagement engagement

= 54 minutes instruction= 54 minutes instruction

One Hour of Instruction One Hour of Instruction

90% engagement = 54 minutes of 90% engagement = 54 minutes of instructioninstruction

50% engagement = 30 minutes of 50% engagement = 30 minutes of instructioninstruction

In one week, the difference is In one week, the difference is

two hourstwo hours of engagement! of engagement!

Available Time (6 hours = 100%)

Allocated Time (79%)

Engaged Time (avg=42%, range=25-58%)

Academic Learning Time (avg=17%, range=10-25%)

Available TimeAvailable Time

Number of days Number of days

in school yearin school yearNumber of hours Number of hours

in school dayin school day

Allocated TimeAllocated Time

Amount assigned for Amount assigned for instruction in a instruction in a content areacontent area

Engaged TimeEngaged Time

Amount student spends Amount student spends actively engaged in actively engaged in learning taskslearning tasks

Does not include Does not include administrative tasks or administrative tasks or inappropriate student inappropriate student behaviorsbehaviors

Engaged timeEngaged time

50% engaged in instruction50% engaged in instruction23% engaged in administration23% engaged in administration14% dealing with student 14% dealing with student behaviorbehavior12% handling individual 12% handling individual problems & social problems & social amenitiesamenities

Academic Learning TimeAcademic Learning Time

Time engaged on task Time engaged on task with few errors where with few errors where task is relevant to task is relevant to academic outcomeacademic outcome

Students engaged

unsucessfully

Academic achievement

Academic Learning TimeAcademic Learning Time

Academic Learning TimeAcademic Learning Time50 minutes reading 50 minutes reading

instruction per dayinstruction per dayStudent pays Student pays

attention 1/3 of the attention 1/3 of the timetime

Student has high Student has high level of success ¼ level of success ¼ of the timeof the time

RESULT: 4 minutes RESULT: 4 minutes engaged reading at engaged reading at high level of high level of successsuccess

100 minutes reading 100 minutes reading instruction per dayinstruction per day

Student pays Student pays attention 85% of the attention 85% of the timetime

Student has high level Student has high level of success 2/3 of of success 2/3 of the timethe time

RESULT: 52 minutes RESULT: 52 minutes engaged reading at engaged reading at high level of high level of successsuccess

PacingPacing Curriculum pacing – rate Curriculum pacing – rate

of progress through of progress through curriculumcurriculum

Lesson pacing – pace at Lesson pacing – pace at which teacher conducts which teacher conducts individual lessonsindividual lessons

Research showsResearch shows

““Most students, including low-Most students, including low-achieving students, learn more achieving students, learn more when their lessons are when their lessons are conducted at a brisk pace, conducted at a brisk pace, because a reasonably fast because a reasonably fast pace serves to stimulate pace serves to stimulate attentiveness and participation, attentiveness and participation, and because more content gets and because more content gets covered by students. . . .”covered by students. . . .”

Research ShowsResearch Shows

““. . . This assumes, of course, . . . This assumes, of course, that the lesson is at a level of that the lesson is at a level of difficulty that permits a high difficulty that permits a high rate of student success; rate of student success; material that is too difficult or material that is too difficult or presented poorly cannot be presented poorly cannot be learned at any instructional learned at any instructional pace.” pace.”

(Wyne, et al, 1986)(Wyne, et al, 1986)

PacingPacingTeachers who are less Teachers who are less

effective cover 37% less effective cover 37% less when measured on a daily when measured on a daily raterate Tend to try and catch up late in Tend to try and catch up late in

the coursethe course Provide too much material without Provide too much material without

practice to consolidate and review practice to consolidate and review contentcontent

Transition TimeTransition Time

Ways to reduceWays to reduceReduce number of Reduce number of

activitiesactivitiesCaution! Omission of Caution! Omission of activities like guided activities like guided practice may reduce practice may reduce learning outcomeslearning outcomes

Transition TimeTransition Time For quick, smooth transitionsFor quick, smooth transitions

Have materials ready & Have materials ready & demonstrate confidence in demonstrate confidence in closing one activity & beginning closing one activity & beginning nextnext

Exercise vigilance during Exercise vigilance during transition periodtransition period

Students must enter activity with Students must enter activity with interest and expectation of interest and expectation of successsuccess

Transition TimeTransition Time

Misbehavior common Misbehavior common during lagduring lag

Reduce lag byReduce lag byAdvanced prepAdvanced prepUse of routinesUse of routinesManaged movementManaged movement

Instructional MomentumInstructional Momentum

Pacing + transition time Pacing + transition time managementmanagement

May have positive May have positive affective consequences affective consequences for student and teacherfor student and teacher

Instructional MomentumInstructional Momentum

Curriculum Pacing

Lesson Pacing

Transition Management

contributes to

Instructional momentum

which

Reduces student misbehavior

Increases:

•Student interest

•Student achievement

and